Construir comunidad en Educación Matemática

• Autores: Pedro Gómez, Paola Castro, Mariana Ramírez
• Localización: Unión: revista iberoamericana de educación matemática, ISSN-e 1815-0640, Nº. 71, 2024
• Idioma: español
• Títulos paralelos:
  • Construir comunidade em EducaçãoMatemática
• Enlaces
  • Texto completo
• Resumen
  • español

    Lassociedadesesperanque cada vez más profesoresde matemáticaspuedan ofrecer mejores oportunidades de aprendizaje a sus estudiantes. Para ello, las universidades ofrecen esquemas de formación que suelen ser de alcance reducido y que proporcionan soluciones parciales a las ne-cesidades de los profesores. El desarrollo y consolidación de comunida-des de profesores que enseñan matemáticas es un camino para contribuir a ese propósito. En este artículo, presentamos los recursos y espacios de interacción que UED, el centro de investigación y formación en Educación Matemática de la Universidad de los Andes, ha hecho para la consolida-ción de una comunidad en Educación Matemática: la comunidad AYEM.

  • English

    Societies expect that more and more mathematics teachers can offer bet-ter learning opportunities to their students. To this end, universities provide training schemes that are often limited in scope and offer partial solutions to teachers' needs. The development and consolidation of communities of mathematics teachers is a way to contribute to this goal. In this article, we present the resources and interaction spaces that UED, the research and training center in Mathematics Education at the University of the Andes, has created for the consolidation of a community in Mathematics Educa-tion: the AYEM community.

  • português

    As sociedades esperamque cada vez mais professores de matemática possam oferecer melhores oportunidades de aprendizagem aos seus alu-nos. Para isso, as universidades oferecem esquemas de formação que costumam ser de alcance reduzido e que fornecem soluções parciais às necessidades dos professores. O desenvolvimento e a consolidação de comunidades de professores que ensinam matemática é um caminho para contribuir com esse propósito. Neste artigo, apresentamos os recursos e espaços de interação que a UED, o centro de pesquisa e formação em Educação Matemática da Universidade dos Andes, criou para a consoli-dação de a comunidade AYEM.

• Referencias bibliográficas
  • Brodie, K. (2014). Professional Learning Communities in Mathematics Educa-tion. In S. Lerman (Ed.), Encyclopedia of Mathematics Education...
  • Figueroa, M., García, S., Maldonado, D., Rodríguez, C., Saavedra, A. M., & Vargas, G. (2018). La profesión docente en Colombia: normatividad,...
  • Goos, M. (2020). Communities of practice in mathematics teacher education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp....
  • Goos, M., & Geiger, V. (2012). Connecting social perspectives on mathematics teacher education in online environments. ZDM, 44, 705-715....
  • Goos, M. E., & Bennison, A. (2008). Developing a communal identity as beginning teachers of mathematics: Emergence of an online community...
  • Herrington, A., Herrington, J., Kervin, L., & Ferry, B. (2006). The design of an online community of practice for beginning teachers....
  • Jaworski, B. (2020). Communities of inquiry in mathematics teacher education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp....
  • Llinares, S., & Krainer, K. (2006). Mathematics (student) teachers and teacher educa-tors as learners. In A. Gutiérrez & P. Boero...
  • Nickerson, S., & Sowder, J. (2002). What factors influence the formation of teachers’ professional communities and why should we care?...
  • Østergaard, K. (2013). Theory and practice in mathematics teacher education. Pro-ceedings of the IVth international congress on the anthropological...
  • Rust, F. O. C. (2009). Building bridges between early childhood educators and educa-tion policymakers. Contemporary Issues in Early Childhood,...
  • Shonkoff, J. P. (2000). Science, policy, and practice: Three cultures in search of a shared mission. Child development, 71(1), 181-187. https://doi.org/http://dx.doi.org/10.1111/1467-8624.00132
  • Tseng, F.-C., & Kuo, F.-Y. (2014). A study of social participation and knowledge shar-ing in the teachers' online professional community...
  • Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge University Press.